| World Development Report 2018: Learning to Realize Education's Promise DP Filmer, FH Rogers, S Al-Samarrai, MM Bendini, T Beteille, D Evans, ... The World Bank, 2018 | 610* | 2018 |
| How do female entrepreneurs perform? Evidence from three developing regions E Bardasi, S Sabarwal, K Terrell Small Business Economics 37, 417-441, 2011 | 606 | 2011 |
| World Development Report 2019: The Changing Nature of Work S Djankov, F Saliola, C Avitabile, RD Chen, DL Connon, AP Cusolito, ... The World Bank, 2018 | 477* | 2018 |
| The COVID-19 Pandemic: Shocks to Education and Policy Responses (Vol. 2): Executive Summary FH Rogers, S Sabarwal, C Avitabile, JV Lee, K Miyamoto, S Nellemann, ... World Bank Group, 2020 | 228* | 2020 |
| Does gender matter for firm performance? Evidence from Eastern Europe and Central Asia S Sabarwal, K Terrell Evidence from Eastern Europe and Central Asia (September 1, 2008). World …, 2008 | 209* | 2008 |
| Learning-adjusted years of schooling (LAYS): Defining a new macro measure of education D Filmer, H Rogers, N Angrist, S Sabarwal Economics of Education Review 77, 101971, 2020 | 165 | 2020 |
| How do women weather economic shocks? A review of the evidence S Sabarwal, N Sinha, M Buvinic A Review of the Evidence (December 1, 2010). World Bank Policy Research …, 2010 | 141* | 2010 |
| The permanent input hypothesis: the case of textbooks and (no) student learning in Sierra Leone S Sabarwal, DK Evans, A Marshak World Bank Policy Research Working Paper, 2014 | 116* | 2014 |
| How to Improve Education Outcomes Most Efficiently?: A Comparison of 150 Interventions Using the New Learning-adjusted Years of Schooling Metric N Angrist, DK Evans, D Filmer, R Glennerster, FH Rogers, S Sabarwal Center for Global Development, 2020 | 99* | 2020 |
| The impact of public-private partnerships on private school performance: Evidence from a randomized controlled trial in Uganda F Barrera-Osorio, PD Galbert, J Habyarimana, S Sabarwal Economic Development and Cultural Change 68 (2), 429-469, 2020 | 85 | 2020 |
| Teacher beliefs: Why they matter and what they are S Sabarwal, M Abu-Jawdeh, R Kapoor The World Bank Research Observer 37 (1), 73-106, 2022 | 68* | 2022 |
| Collapse and recovery: how the COVID-19 pandemic eroded human capital and what to do about it N Schady, A Holla, S Sabarwal, J Silva World Bank Publications, 2023 | 52* | 2023 |
| Can you work it? evidence on the productive potential of public works from a youth employment program in Sierra Leone N Rosas Raffo, S Sabarwal World Bank Policy Research Working Paper, 2016 | 47* | 2016 |
| TV-Based Learning in Bangladesh: Is it Reaching Students? K Biswas, TM Asaduzzaman, DK Evans, S Fehrler, D Ramachandran, ... World Bank, 2020 | 30 | 2020 |
| Adolescence in the Time of COVID-19: Evidence from Bangladesh S Baird, J Seager, S Sabarwal, S Guglielmi, M Sultan | 29 | 2020 |
| The Economic Participation of Adolescent Girls and Young Women: Why Does It Matter? A Morrison, S Sabarwal World Bank, Washington, DC, 2008 | 26 | 2008 |
| Building resilient education systems: Evidence from large-scale randomized trials in five countries N Angrist, M Ainomugisha, SP Bathena, P Bergman, C Crossley, C Cullen, ... National Bureau of Economic Research, 2023 | 23 | 2023 |
| Learning in the time of COVID-19: Insights from Nepal K Radhakrishnan, N Angrist, P Bergman, C Cullen, M Matsheng, ... World Bank, Washington, DC, 2021 | 14* | 2021 |
| Teacher performance-based incentives and learning inequality D Filmer, J Habyarimana, S Sabarwal Journal of Human Resources, 2023 | 13 | 2023 |
| Better than most: Teacher beliefs about effort and ability S Sabarwal, K Kacker, J Habyarimana World Bank Policy Research Working Paper, 2018 | 10* | 2018 |
Halsey RogersLead Economist, World Bank在 worldbank.org 的电子邮件经过验证
